Listening and vocabulary第二课时教案

. 高中英语阅读教学设计

设计教师：车逐波

教学年级：高二

课题名称：Unit11 Scientific achievements 授课时间：40分钟

（Ⅰ）Syllabuses Objectives

It is required in the New Syllabuses that senior students should develop reading skills to read for information, to read for language knowledge and to read for pleasure. Senior Two students are supposed to achieve 8-graded objectives in the aspect of reading skills proposed in the New Syllabuses. （Ⅱ）Target material With the development of science and technology today, a variety of inventions and creations have come out from every aspect of our life. The thinking qualities and patterns of a person play an important role in his or her lifelong development. That’s why modern education needs to develop the learner’s creative thinking.

The unit theme is about “Inventors and Inventions”, which covers “the difference between ‘Invention’ and ‘Discovery’”, “the stages in producing an invention” and “the patent application criteria. The 3A (“Awareness-Autonomy-Authenticity) teaching principle is embodied in the teaching design. The teacher is to help the students express their own ideas and opinions about a creative smart thing, and describe an invention.

(Ⅲ) Academic level Senior Two students, active in thinking and curious about everything, have already got lot of knowledge in science and technology from their science subjects. They are very familiar with the topic. They have the ability to communicate with each other about the target material, but they still have some difficulty expressing their own thoughts and describing an invention. Therefore, I can stimulate the Ss’ interest in this topic, and they will be motivated to accept the challenge to learn and use language to achieve these goals. The core task in this lesson is to read the passage “The Problem of the

Snakes”. I ask the students to collect from the Internet some information about “inventions” before this lesson as a pre-lesson activity.

（Ⅳ）Teaching objectives Language-knowledge：

1) To grasp the general idea and specific details of this text. 2) To familiarize the Ss with the use of the past participle 3) New words and expressions in the text. Language skills：

Reading skills including the following and also follow on activities for speaking and writing about an invention. 1) To develop the ability of reading for specific details. 2) To grasp the logic links between paragraphs of the text. 3) To learn to guess meanings in context.

Learning Strategies：Cooperative learning by means of pair or group work.

Affective objectives:

Students are challenged to think creatively，to identify the difference between discovery and invention, and to experience the enjoyment in making an invention.

Cultural awareness：

To challenge the students to solve a real-life problem and share experiences with others in the process.

To learn to be imaginative and creative.

（Ⅴ）Teaching Strategies:

Teaching approaches: 1) The Communicative Approach: This lesson contains activities where learners communicate and where tasks are completed by means of interaction with other learners. There is extensive use of pair, group and mingling activities, with the emphasis on completing the task successfully through communication with others. 2) The Task- based Approach: I offer the student opportunities to do something—to acquire information and knowledge, to process information and to apply knowledge to solve an authentic problem. In this lesson I create a need to learn and use language. Students are assigned several tasks to complete in order to achieve a specific outcome.

Learning Strategies: Language is acquired as learners actively engaged in attempting to communicate in the target language. All the activities I designed are intended to provide various personalities opportunities to do things actively and to motivate students to fulfill their potential to achieve the goals by using English in a communicative classroom. That’s what the Learning-by-doing principle requires. Teaching Aids:

Students’ worksheet, a projector and a multimedia computer （Ⅵ）Teaching procedures:

ACT.

Contents and lesson steps Aims

Lead-in

1）Hand out each student a worksheet. To introduce the 2）Show pictures of TV set, PC, cell pone, DNA, etc unit topic. on the Screen. 3）Students in pairs discuss and identify the difference between discovery and invention. To focus the Ss’ interest on it.

Pre-

reading

1. Let the Ss identify the stages that inventors follow To predict what the to invent. text is mainly 2. 4 students in a group work out a suitable order, about and how an using their previous knowledge about science experiment. invention is produced.

Fast-

reading

1. Allow the Ss to read the text quickly and grasp General meaning. the main points. 2. Check their prediction. 3. The teacher gives instructions and shows the outline on the screen. ①Find a problem (Paragraph 1) ②Do research(Paragraph2) ③Think of a creative solution(Paragraph3)

④Test the solutions several times(Paragraphs.4\5\6) ⑤Apply for a patent(Praragraph7)

To make preparations for the next task---to read for details. To grasp the logic relations between paragraphs.

Careful-reading

1. Let Ss read for details about some questions about the text. To develop reading skills. 2. Students work in groups of 4 and do Q-A multiple To get a feedback. choices. 3. The teacher gives instructions on how to guess meanings of new word and how to read for details. 4. Students help each other to deal with some difficult points. 5. Be available to help as the Ss work through the multiple choices.

Show 3 real-life problems on the screen （Ex. 2 {Page Extended task: To 22）；

develop the Problem-

1．Let 4 students in a group discuss their reactions students’ solving

about a problem. creative spirits 2. Then choose one to work on and design a device for and ability.

the solution. 3. Individually write an description. 4. Swap their descriptions and encourage comments To use what they’ve learnt to solve problems in 5. The teacher selects 2 different solutions to one daily life. problem and put them on the projector. Let the class

judge according to the patent criteria which is better and give reasons. Home-

work

1) Explain complex sentences in simple English referring to a dictionary. 2）Surf the website：http://www.invent.org and learn about those important inventions that have shaped our life.

To consolidate what has been learnt. To extend their knowledge.

（Ⅶ）Post-lesson Reflection

In principle, I adapt communicative and task- based approaches in this lesson. All the activities that focus on one main target are organized in a task-cycle with an outcome--- following the stages mentioned in the text to solve a real-world problem. The task cycle consists of a series of minor tasks, each of which serves one primary focus on enabling the learner to reach higher and higher levels of communicative performance. Consequently, students from different English levels can participate in the classroom activities all the way, and so they are challenged to achieve the main goal I set for them by means of different leaning strategies. That’s just what we teachers should take into consideration when we design our classroom teaching. 1) The tasks set in a meaningful communicative classroom enable the students to process language which is being learned or recycled more naturally.

2) The computer-assisted teaching aids contribute to improving the efficiency this lesson, by increasing the input of information. 3) The post-reading task provides the students an opportunity to solve a problem in an authentic situation and use what they have learned to do something by communicating with others 4) All the activities, arranged in the pattern: inputting information—processing information—outputting information, are meant to strengthen the integrated skills.